American+Dream+Project

The American dream is a developing concept. It has morphed in significant ways over the course of our nation’s history and continues to evolve today. You now play an important part in that process; as you have sought to understand the dream through our course this year, you have come to realize that you are the inheritors of this dream and the shapers of its future. The dream given to future generations of Americans will largely depend on your understanding of who we are as a people, who we aspire to become, and how all of that is rooted in who we have been. This project will ask you to prove a deep understanding of the course content and will invite you to contribute your voice to the chorus of the American song. // Purpose: // Your presentation will demonstrate an understanding of the American Dream as it has been defined through the literature presented in this course. Projects must seamlessly integrate your perspective of the American Dream through the synthesis of various texts and authors. Just as the American Dream has been conveyed through strong rhetoric, so too will you emulate this tradition by drawing upon your knowledge of rhetoric and using it in your expression. // Audience // : Honors English 11 students and teachers Choose **ONE** of the following: // Choice 1 // : In groups of three, capture the American Dream in a 7-9 minute play. Be certain to: // Choice 2 // : In groups of three, capture the American Dream in a 7-9 minute campaign speech as if you were running for President of the United States. Be certain to:
 * __ Culminating American Dream Project  __**
 * Represent a clear idea of the American Dream
 * Include 5-7 components of the modern American Voice (consider your rhetoric presentations)
 * Demonstrate skills learned throughout the year (e.g., connections across units, specific support/examples from texts, synthesis of literary movements, etc.)
 * Set your play in a literary time period that we have discussed
 * Demonstrate plot development
 * Demonstrate characterization
 * Utilize motifs and symbols
 * Include meaningful props and staging (to communicate theme)
 * Reference texts and theories from the course
 * Demonstrate appropriate style and tone
 * Avoid including historical characters or literary storylines
 * Submit a script
 * Rehearse your play
 * Inspire/Engage your audience
 * Impress me and yourselves
 * Connect to your experiences with Greek tragedy in 10th grade. You should have only one setting, a timeline of no more than 24 hours, and have no more than 3 characters.
 * Represent a clear idea of the American Dream
 * Include 5-7 components of the American Voice
 * Must demonstrate skills learned throughout the year (e.g., connections across units, specific support/examples from texts, synthesis of literary movements, etc.)
 * Demonstrate the traits of effective writing (organization, voice, ideas, transitions, sentence fluency, word choice, conventions, etc.)
 * Must include a campaign slogan that relates to the American Dream
 * Utilize motifs and symbols
 * Meaningful props and staging (to communicate theme)
 * In a strong manner, dip back into texts and theories from the course
 * Demonstrate appropriate style and tone
 * Submit a copy of the speech
 * Rehearse your speech
 * Inspire/Engage your audience
 * Impress me


 * RUBRIC:**
 * ||  || **American Dream Project Rubric** || || ||
 * || || ** Honors English 11 ** || || ||
 * || || ** Shubert/Tanner ** || || ||
 * **CATEGORY** || **8** || **6** || **4** || **2/0** ||
 * ** American Dream ** || Presentation/script presents a clear understanding and concise definition of the American Dream.  || Presentation/script presents an understanding and definition of the American Dream. || Presentation/script presents a developing understanding and definition of the American Dream.  || Presentation/script does not present a clear understanding or definition of the American Dream. ||
 * ** American Voice ** || Presentation/script clearly articulates understanding of 6-7 major ideas of the modern American voice. || Presentation/script addresses 4-5 major ideas of the modern American voice but may lack clarity, explanation, or accuracy. || Presentation/script addresses 2-3 ideas of the modern American voice and lacks clarity, explanation, and/or accuracy. || Presentation/script hardly mentions the modern American voice/does not discuss this at all. ||
 * ** Course Skills ** || Presentation/script provides synthesized development of ideas over time, and draws relationship of information to the concept of the American Dream. || Presentation/script provides synthesized development of ideas over time, and draws relationship of information to the concept of the American Dream. (Meets 2 of the 3 well) || Presentation/script attempts to provide synthesized development of ideas over time, and draws relationship of information to the concept of the American Dream. (Meets minimum of 2/3) || Presentation/script does not appear to address course skills or does so incorrectly or inappropriately. ||
 * ** Course Texts/Concepts ** || Presentation/script clearly and creatively anchors itself in course texts and concepts centered on in the course. Presentation/script includes many references to the most appropriate texts and presents their significance in relationship to their definition of the American Dream. || Presentation/script anchors itself in course texts and concepts centered on in the course. Presentation/script includes some references to the most appropriate texts and presents their significance in relationship to their definition of the American Dream. || Presentation/scripts attempts to connect to the course texts and concepts centered on in the course. Presentation/script includes references to texts and attempts to draw connection to their definition of the American Dream. || Presentation/scripts attempts to connect to the course texts and concepts centered on in the course. Presentation/script does not draw connection between course texts and their definition of the American Dream. ||
 * ** Rhetoric ** || Utilizes many relevant rhetorical devices/appeals to communicate ideas in presentation/script. Devices/appeals are flawlessly integrated and include a variety of different devices/appeals throughout the entire presentation/script. || Utilizes some relevant rhetorical devices/appeals to communicate ideas in presentation/script. Devices/appeals are integrated and include a variety of different devices/appeals throughout the entire presentation/script. || Utilizes some relevant rhetorical devices/appeals to communicate ideas in presentation/script. Devices/appeals are somewhat incorporated and include some variety of different devices/appeals in the presentation/script. || Utilizes little to no evident rhetorical devices/appeals in presentation/script. ||
 * ** Motifs/Symbols ** || Presentation/script includes many cleverly developed, relevant, and creative motifs and symbols. || Presentation/script includes some cleverly developed, relevant, and creative motifs and symbols. || Presentation/script attempts to include developed, relevant and creative motifs and symbols. || Presentation/script does not include motifs or symbols, or motifs and symbols are unclear, irrelevant, or inappropriate. ||
 * ** Conventions of Presentation ** || Presentation/script addresses all conventions of the selected presentation method (specific to presentation or play). || Presentation/script addresses many of the conventions of the selected presentation method (specific to presentation or play). || Presentation/script addresses some of the conventions of the selected presentation method (specific to presentation or play). || Presentation/script addresses little to no conventions of the selected presentation method (specific to presentation or play). ||
 * ** Language Conventions ** || Presentation/script utilizes economic and appropriate word choice. Little to no errors in grammar or spelling. || Presentation/script utilizes economic and appropriate word choice. Few errors in grammar and spelling. || Presentation/script attempts economic and appropriate word choice. Errors in grammar and spelling that may interfere with understanding. || Presentation/script is not economic and appropriate in word choice. Several errors in grammar and spelling that interfere with understanding. ||
 * ** CATEGORY ** || **4** || **3** || **2** || **1/0** ||
 * ** Presentation ** || Presentation is exceptionally creative, neat, and organized. It demonstrates a great deal of planning and teamwork. || Presentation shows developing creativity and generally strong neatness and organization. Hard work is evident though some inconsistencies may be present. || Presentation lacks creativity or is somewhat disjointed. Planning is evident though a significantly stronger effort could have been made. || Presentation is poorly planned, designed, and/or delivered. This product does not demonstrate an acceptable level of effort. ||
 * ** Organization ** || All speaking/acting was clearly tied to main idea and organized in a tight, logical fashion. || Most of the speaking/acting was clearly tied to main idea and organized in a tight, logical fashion. || Some of the speaking/acting was clearly tied to main idea and organized in a tight, logical fashion. || Speaking/acting was not clearly tied to main idea and organized in a tight, logical fashion. ||
 * ** Props/ Staging ** || Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and work to communicate theme || Student uses 3-4 props that accurately fit the period, show some work/creativity and work to communicate theme || Student uses 1-2 props that show some work/creativity and attempt to communicate theme || The student uses no props OR the props chosen detract from the presentation. ||
 * ** Poise and Articulation ** || Students are engaging, clear, and confident. They consistently uses gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience, speak in a professional manner, and "own their space." || Students are clear. Volume or pace is appropriate but may sometimes be inconsistent. Team usually uses gestures, eye contact, tone of voice and a level of enthusiasm in a way that keeps the attention of the audience. || Students are generally clear. Volume or pace is appropriate but may sometimes interfere with understanding. Team sometimes uses gestures, eye contact, tone of voice and a level of enthusiasm in a way that keeps the attention of the audience. || Students are sometimes unclear. Volume or pace is inappropriate at times. Lack of gestures, eye contact, tone of voice and a level of enthusiasm. Presentation style that does not keep the attention of the audience. ||
 * ** Time-Limit ** || Presentation is 9-8 minutes long. || Presentation is 7-6 minutes long. || Presentation is 6-5 minutes long. || Presentation is less than 5 minutes OR more than 9:30 minutes. ||
 * ** Preparedness ** || Roles are completely understood, and transitions are flawless. There are no moments of "what do we do now?" || Students seems pretty prepared but might have needed a couple more rehearsals. || The students are somewhat prepared, but it is clear that rehearsal was lacking. || Students do not seem at all prepared to present ||
 * ** Performance Role ** || All students stayed in character throughout the performance. || Students stayed in character through almost all of the performance. || Students tried to stay in character through some of the performance. || Students acted silly or showed off. ||
 * ** Audience Engagement ** || Presentation/script includes several different components intended to engage/wow the audience. || Presentation/script includes many components intended to engage/wow the audience. || Presentation/script includes some components intended to engage/wow the audience. || Presentation/script includes little to no components intended to engage/wow the audience. ||
 * ** CATEGORY ** || ** 2 ** || ** 1 ** || || ||
 * ** Presentation Introduction ** || Students creatively and cleverly introduce and frame the presentation. It should be incorporated into the presentation (exception videos). || Students attempt to introduce the presentation. || || ||
 * ** Presentation Conclusion ** || Students creatively, cleverly and conclusively close the presentation. It should be incorporated into the presentation (exception videos). || Students attempt to provide defined closure to the presentation. || **TOTAL** || ** __________/ 100 ** ||
 * ** CATEGORY ** || ** 2 ** || ** 1 ** || || ||
 * ** Presentation Introduction ** || Students creatively and cleverly introduce and frame the presentation. It should be incorporated into the presentation (exception videos). || Students attempt to introduce the presentation. || || ||
 * ** Presentation Conclusion ** || Students creatively, cleverly and conclusively close the presentation. It should be incorporated into the presentation (exception videos). || Students attempt to provide defined closure to the presentation. || **TOTAL** || ** __________/ 100 ** ||